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This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers’ goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key change agents in education. The findings also outline ways in which teachers’ development and innovation is fostered and disrupted within the educator-exosystem relationship. This study highlights the importance of pre-service teacher education in preparing teachers to innovate and to develop within a decentralised educational system. Moreover, this study highlights the need to ensure that the professional repertoire of teachers goes beyond pedagogical considerations to include interpersonal, organisational, critical and reflexive skills that mediate and sustain the development of teachers within the wider ecology of education.
Moate et al. (Wed,) studied this question.